OSA

Office of State Assessment

Revised Generic Scoring Rubric - Appendix B

Appendix B: Revised Document-Based Essay Generic Scoring Rubric (February 2004)

Score of 5:

  • Thoroughly develops all aspects of the task evenly and in depth
  • Is more analytical than descriptive (analyzes, evaluates, and/or creates* information)
  • Incorporates relevant information from at least xxx documents
  • Incorporates substantial relevant outside information
  • Richly supports the theme with many relevant facts, examples, and details
  • Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme

Score of 4:

  • Develops all aspects of the task but may do so somewhat unevenly
  • Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information)
  • Incorporates relevant information from at least xxx documents
  • Incorporates relevant outside information
  • Supports the theme with relevant facts, examples, and details
  • Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme

Score of 3:

  • Develops all aspects of the task with little depth or develops most aspects of the task in some depth
  • Is more descriptive than analytical (applies, may analyze, and/or evaluate information)
  • Incorporates some relevant information from some of the documents
  • Incorporates limited relevant outside information
  • Includes some relevant facts, examples, and details; may include some minor inaccuracies
  • Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the theme

Score of 2:

  • Minimally develops all aspects of the task or develops some aspects of the task in some depth
  • Is primarily descriptive; may include faulty, weak, or isolated application or analysis
  • Incorporates limited relevant information from the documents or consists primarily of relevant information copied from the documents
  • Presents little or no relevant outside information
  • Includes few relevant facts, examples, and details; may include some inaccuracies
  • Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion

Score of 1:

  • Minimally develops some aspects of the task
  • Is descriptive; may lack understanding, application, or analysis
  • Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant information copied from the documents
  • Presents no relevant outside information
  • Includes few relevant facts, examples, or details; may include inaccuracies
  • May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion

Score of 0:

  • Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts, examples, or details; OR includes only the historical context and/or task as copied from the test booklet; OR includes only entire documents copied from the test booklet; OR is illegible; OR is a blank paper

* The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom’s Taxonomy of Educational Objectives refers to the highest level of the cognitive domain. This usage of create is similar to Bloom’s use of the term synthesis. Creating implies an insightful reorganization of information into a new pattern or whole. While a level 5 paper will contain analysis and/or evaluation of information, a very strong paper may also include examples of creating information as defined by Anderson and Krathwohl.
Last Updated: December 11, 2009